Ethno Cultural Minority Students Experiences of Schooling: Manifestations, purposes and Roles of Hidden Curriculum in Ethno Culturally Diverse Primary Schools of Amhara Region, Ethiopia
| dc.contributor.advisor | Amare Asgedom(Prof.) | |
| dc.contributor.author | Tesfaye Ebabuye | |
| dc.date.accessioned | 2024-11-20T07:16:29Z | |
| dc.date.available | 2024-11-20T07:16:29Z | |
| dc.date.issued | 2024-04 | |
| dc.description.abstract | The focus of this research was to explore and understand the role of hidden curriculum in shaping the lived experiences of ethnocultutral minority students. Close observation and in-depth interviews were conducted with 32 students and 8 teachers purposefully selected from four ethno culturally diverse primary schools. A phenomenological thematic case by case and cross-case analysis was used to exploreand understand the manifestations and functions of the hidden curriculum in shaping the lived experience of minority students. The resulting codes and categories under each case were organized around themes related to the research questions.The emerging themes were examined using theories of critical pedagogy, cultural reproduction, culturally responsive schooling, hidden curriculum and multiculturalism. The study's findings revealed that the hidden curriculum is manifested through beliefs implicitly embedded in curriculum adaptation, classroom instruction and assessment techniques, disciplining practices, leadership positions, labeling language, and the celebration of marked national holidays. These beliefs subtly embedded in the process and structure of schooling, negatively shaped the lived experiences of ethnocultural minority students. As a result, students from ethnocultural minorities exhibited resistance toward schooling and the educational system as a whole. Furthermore, by perpetuating and fostering the implicit perceptions and beliefs ingrained in the design and operation of the educational system that hinder equitable quality education for all, primary school teachers and students from ethnocultural majority groups played detrimental roles. The result showed that the hidden curriculum is counterproductive to the goals of critical thinking, problem solving, and unity in diversity thereby discouraging equality, equity, and social justice. Ethno culturally diverse primary schools are lacking in the practical implementation of multi-cultural and culturally responsive education. Despite its profound impact on the socialization, lived experience, and identity of ethnocultural minority students, policymakers paid no attention to the effects of hidden curriculum on the ethnocultural minority students. The goal of achieving unity through diversity, which was not accompanied by an understanding and accommodation of our differences, resulted in a seemingly equal educational system that effectively marginalized and oppressedethnocultural minority students. The nature of the hidden curriculum, how to manage it, and how it functions to promote the interests of ethnocultural majority students should be understood by teachers in multicultural and intercultural school environments. Therefore the research recommends policymakers should eradicate such a discriminatory, inhuman social treatment and prejudiced policy and practice environment that excludes the experience, aspiration and dreams of minority students. And hence the real and concrete malpractices that the research has uncovered must be stopped with urgency. Regional and national level Policy frameworks that are inclusive, culturally responsive and critical have to be designed by regional education bureau and ministry of education respectively and practically implemented in order for the life goals of minority students to be realized. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/3648 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.title | Ethno Cultural Minority Students Experiences of Schooling: Manifestations, purposes and Roles of Hidden Curriculum in Ethno Culturally Diverse Primary Schools of Amhara Region, Ethiopia | |
| dc.type | Thesis |